Revel,Riot and Rebellion

This article considers the ways in which the question of scale: parish, county, regional and national, operated in David Underdown’s Revel, Riot and Rebellion. It is suggested that Underdown mixed the parish-based approaches of Keith Wrightson and the regional model of the Annales school with his own interest in national politics. These methodological influences helped underwrite and structure the book’s narrative in which older models of local communal identity were fragmented both by the long process of social, economic and cultural change from the sixteenth century onward, but also by the national political developments of the 1640s and 1650s.     

Gendered performances and identity construction among UK female soccer players and netballers: a comparative study

This paper examines the gendered performances and identity construction of UK female University soccer players and netballers (n?=?31). Focus group interviews explored their sporting experiences with reference to body perceptions, and perceptions of their sporting bodies outside sporting contexts. Three themes resulted from data analysis, these being; (1) UK culture, body performances and femininity, (2) sporting culture, body performances and femininity and (3) transiency of body satisfaction across sport and non-sport contexts. Findings suggest that sport may not always provide an opportunity to challenge and resist dominant discourses. In both netball and soccer, a range of surveillance and management practices were used that served to perpetuate the value of a ‘feminine’ and assumed heterosexual body, and legitimize their sport participation through an emphasis on a hyper-femininity. The influence of sport subcultures on gendered performances and identity construction, along with implications for marketing sports participation to women are discussed.     

山地自行车运动员糖的补充

山地自行车运动是以有氧能力为主的耐力性体能类项目,糖的有氧代谢在其供能系统中占有重要地位。山地自行车运动员在运动前、中、后进行合理补糖,有助于运动能力的提高,延缓疲劳的出现和加速技能的恢复,补糖对山地自行车运动员具有重要意义。     

Awareness within local authorities in England of autism spectrum diagnoses of looked-after children

Educational outcomes for looked-after children on the autism spectrum are significantly poorer than for autistic children not being looked-after by their local authority (those ‘in care’), and poorer than for most other groups of children with special educational needs who are looked-after in England. Such poor outcomes have led to calls for specific attention to be paid to the needs of autistic looked-after children within the care of local authorities. There is also evidence that the numbers of autistic children being looked-after by local authorities could be under-represented in official figures. This study sought to find the current numbers of autistic looked-after children formally recorded across local authorities in England, and whether their needs are given special attention via strategic planning and oversight, using freedom of information (FoI) requests sent to all local authorities in England. From the 147 (97%) local authorities who responded, approximately 3% of looked-after children in England are recorded as having an autism spectrum diagnosis, although this is still very likely to be an underestimation. The majority of local authorities do not routinely monitor or report on the diagnostic status of autistic looked-after children at a strategic level. Implications for research and practice are discussed.     

“项目教学”的实践与思考——以安徽广播影视职业技术学院电子声像技术专业为例

安徽广播影视职业技术学院电子声像专业自2009年开展以工作流程为导向的项目教学改革以来,该专业从教学内容到教学方法方面进行了大量的探索和实践,重新修订了人才培养方案,增大了实践课课时的比例,核心课程均要求编写以工作流程为导向的项目教学课程大纲。在教学改革中,既有成绩,也发现了一些问题。针对这些问题,教研室进行了大量的教研,提出了一些切实可行的方法。     

Perspectives on gender and sexual diversity (GSD)-inclusive education: comparisons between gay/lesbian/bisexual and straight educators

This paper presents findings from a national study on the beliefs and practices of K-12 educators regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues in schools. Over 3400 Canadian educators participated in the study, which took the form of a bilingual (English/French) online survey. Respondents answered questions about their values regarding human rights and LGBTQ-inclusive education, their practices in the classroom, experiences with homophobic and transphobic harassment, and perceptions of support for LGBTQ-inclusive practices. Results indicate that there is a high level of in-principle support for LGBTQ-inclusive education (84.9%); however, actual practice is much lower (61.8%) and there are significant differences in the perspectives and experiences of gay, lesbian, and bisexual identified educators compared with their straight colleagues in terms of curriculum integration and bullying interventions. Findings offer important insights for teacher preparation, curriculum development, and law and policy implementation and reform.